Challenging Yourself A-Learning Individually 教案-2025-2026学年高中英语重大版必修第一册

Challenging Yourself A-Learning Individually 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use English to talk about independent learning, cultural awareness to understand learning differences, thinking quality to analyze and optimize learning strategies, and learning ability to form autonomous learning habits. 教学重难点 Key: Master core vocabulary and sentences about independent learning; talk about personal learning methods in English. Difficult: Use learned knowledge to analyze learning problems and put forward practical independent learning plans. 教学过程 Lead-in The teacher starts the class with an open question: “How do you usually learn English after class? Do you prefer to study alone or with others?” Then, the teacher shows some pictures about different learning scenes, such as a student reading English books quietly in the library, a student taking notes independently at the desk, and a group of students discussing learning problems together. After showing the pictures, the teacher invites 3-4 students to share their own learning habits and their views on learning individually. During the students’ sharing, the teacher listens carefully, gives positive feedback in time, and guides students to focus on the advantages and challenges of learning individually. Finally, the teacher naturally leads to the topic of this lesson: “Today, we will learn Challenging Yourself A-Learning Individually, and explore how to become an excellent independent learner.” Design Intention: The lead-in links students’ real life, stimulates their learning interest and participation through familiar learning scenes and open questions. By inviting students to share their own experiences, it not only activates students’ existing knowledge and experience about independent learning, but also lays a foundation for the in-depth study of the text. At the same time, it subtly leads to the theme of the lesson, making students have a clear learning goal at the beginning of the class. Pre-reading Vocabulary Preview The teacher presents the core vocabulary of the text on the screen, including individually, autonomous, strategy, focus, overcome, obstacle, self-discipline, evaluate, adjust, benefit. For each word, the teacher first pronounces it correctly and asks students to follow along, then explains the meaning and usage of the word with simple English sentences combined with the theme of independent learning. For example, when explaining “autonomous”, the teacher says: “Autonomous means doing things by yourself without others’ help. An autonomous learner can arrange his own study time and choose his own learning methods.” Then, the teacher designs simple matching exercises: match the words with their corresponding meanings, and invites students to answer in class to check their mastery of the vocabulary. In addition, the teacher reminds students of the key collocations, such as “develop autonomous learning ability”, “adopt effective learning strategies”, “overcome learning obstacles”, which helps students better use the vocabulary in the subsequent learning. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before reading can help students reduce the difficulty of understanding the text, avoid being distracted by new words during reading, and improve reading efficiency. By explaining vocabulary in combination with the theme of the lesson, it helps students establish the connection between vocabulary and text content, laying a solid foundation for text reading. The matching exercises can timely check students’ mastery of vocabulary and help teachers adjust the teaching progress according to students’ learning situation. Predicting the Text The teacher shows the title of the text “Learning Individually” and the pictures in the text to the students, and asks them to predict the content of the text: “Look at the title and the pictures, what do you think this text will talk about? What aspects of learning individually will it introduce?” The teacher encourages students to express their opinions freely, and writes down the key points of students’ predictions on the blackboard, such as “the importance of learning individually”, “methods of learning individually”, “problems in learning individually and solutions”. Then, the teacher says: “Now let’s read the text and check whether your predictions are correct.” Design Intention: Predicting the text before reading can stimulate students’ thinking, arouse their desire to read, and make students read with purpose. By encouraging students to express their predictions freely, it can cultivate students’ ability of logical reasoning and imagination, and also help students form a good reading habit of active thinking. After reading, checking the predictions can enhance students’ sense of achievement and motivation for learning. While-reading Fast Reading Ask students to read the text quickly, and complete two tasks: first, find out the main idea of the text; second, check the predictions made before reading and mark the parts that are consistent with or different from their own predictions. After students finish reading, the teacher invites students to share their answers. The main idea of the text is: The text introduces the importance of learning individually, expounds the key points of becoming an independent learner, and puts forward solutions to the problems that may be encountered in the process of learning individually. Then, the teacher comments on students’ predictions, affirms the correct parts, and guides students to pay attention to the parts that are different from their predictions, laying a foundation for intensive reading. Design Intention: Fast reading is mainly to train students’ ability to grasp the main idea of the text quickly. Through fast reading, students can have a general understanding of the text structure and core content, and also check their own predictions, which helps students form a sense of reading purpose. At the same time, it can train students’ reading speed and improve their reading ability. Intensive Reading Divide the text into three parts and guide students to read intensively part by part, combining with questions to help students understand the details of the text and master the key sentences. Part 1 (Paragraph 1-2): The importance of learning individually. The teacher asks questions: “Why is learning individually important for senior high school students? What benefits can it bring to us?” Guide students to read carefully, find out the key sentences in the text: “Learning individually is an essential skill for senior high school students, as it helps us develop self-discipline, improve learning efficiency and become more independent.” “It allows us to arrange our study according to our own needs and progress, and focus on the areas where we need more practice.” Then, the teacher asks students to translate these key sentences into Chinese, and explains the key structures, such as “as it helps us...”, “allow sb. to do sth.”, to help students master the usage of the sentences. In addition, the teacher invites students to share their own experiences of the benefits of learning individually, combining with their own study life. Part 2 (Paragraph 3-4): The key points of becoming an independent learner. The teacher designs detailed questions: “What do we need to do to become an independent learner? Please list the key points mentioned in the text.” Guide students to read and find out the key points: first, set clear learning goals; second, make a reasonable study plan; third, keep self-discipline; fourth, regularly evaluate and adjust learning methods. For each key point, the teacher asks students to find out the corresponding sentences in the text, and explains the difficult points. For example, when talking about “setting clear learning goals”, the teacher explains: “Clear learning goals can help us know what we need to do, and make our study more targeted. For example, if your goal is to improve your English reading ability, you can arrange to read one English passage every day.” Then, the teacher organizes students to discuss in groups: “Do you have clear learning goals? What are your learning goals? How do you set them?” After the discussion, invite several groups to share their opinions. Part 3 (Paragraph 5-6): Problems and solutions in learning individually. The teacher asks questions: “What problems may we encounter when learning individually? What solutions does the text put forward?” Guide students to read and find out the problems: lack of motivation, difficulty in focusing, not knowing how to solve learning obstacles. The corresponding solutions are: find the inner motivation, such as setting small rewards for yourself; create a quiet learning environment to help focus; ask teachers or classmates for help when encountering difficulties, and use learning resources such as dictionaries and online courses. Then, the teacher invites students to think: “Have you ever encountered these problems? How did you solve them?” Encourage students to share their own experiences, and guide students to learn from each other. Design Intention: Intensive reading is the key link of text learning. By dividing the text into parts and designing targeted questions, it can help students understand the details of the text deeply, master the key sentences and core content. Asking students to translate key sentences and explain key structures can help students consolidate their language knowledge and improve their language application ability. Organizing group discussions can stimulate students’ thinking, promote the exchange and cooperation between students, and make students combine the text content with their own actual situation, deepening their understanding of the theme of the text. Post-reading Text Retelling The teacher asks students to retell the text according to the key points and key sentences mastered in intensive reading. First, the teacher gives a retelling outline on the screen: the importance of learning individually → the key points of becoming an independent learner → problems and solutions. Then, ask students to prepare for 5 minutes individually, and then invite 2-3 students to retell the text in class. During the retelling, the teacher encourages students to use the core vocabulary and key sentences learned in the lesson, and gives timely guidance and correction for the mistakes in pronunciation, grammar and expression. After the retelling, the teacher makes comments, affirms the advantages of the students, and puts forward suggestions for improvement. Design Intention: Text retelling can help students sort out the structure of the text, consolidate the key content and language knowledge learned, and improve their oral expression ability. The retelling outline can help students grasp the key points of the text and avoid omitting important content. By inviting students to retell in class, it can also check students’ understanding of the text and their mastery of language knowledge, and provide targeted guidance for students with weak expression ability. Group Discussion Organize students to carry out group discussion with the topic: “How to improve our ability of learning individually in senior high school English study?” Each group has 4-5 students, and the discussion lasts for 10 minutes. During the discussion, the teacher walks around each group, listens to the students’ discussions, gives guidance when necessary, and encourages each student to participate in the discussion actively. After the discussion, each group sends a representative to share the group’s opinions. The teacher records the key points of each group’s sharing on the blackboard, and then makes a summary, emphasizing that improving the ability of learning individually requires setting clear goals, making reasonable plans, keeping self-discipline, and actively solving problems. At the same time, the teacher guides students to combine the methods mentioned in the text with their own English learning, and puts forward practical suggestions. Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability, and stimulate students’ thinking. The discussion topic is closely related to students’ actual English learning, which can help students apply the knowledge and methods learned in the text to practice, and improve their ability of solving practical problems. The teacher’s guidance and summary can help students sort out their ideas, deepen their understanding of the theme, and form practical learning methods. Language Practice Design two language practice tasks to help students consolidate the core vocabulary and key sentences learned in the lesson. Task 1: Fill in the blanks with the core vocabulary learned. The teacher presents the sentences on the screen: 1. We should develop ______ learning ability to adapt to senior high school study. 2. He adopted effective learning ______ to improve his English score. 3. It is important to ______ learning obstacles bravely. 4. We need to ______ our learning methods regularly according to our progress. Ask students to complete the blanks individually, then check the answers together, and explain the reasons for choosing each word, helping students master the usage of the vocabulary. Task 2: Make sentences with the key structures. The teacher presents the key structures: “as it helps us...”, “allow sb. to do sth.”, “it is important to do sth.”. Ask students to make sentences combined with the theme of independent learning, and invite students to share their sentences in class. The teacher gives comments and corrections, helping students master the usage of the structures and improve their ability of language application. Design Intention: Language practice is an important link to consolidate the learned knowledge. Through filling in the blanks and making sentences, students can further master the core vocabulary and key structures, and improve their ability of using language flexibly. The tasks are closely related to the theme of the lesson, which can help students connect language knowledge with the text content, and lay a foundation for the subsequent writing task. Writing The teacher assigns a writing task: “Write a short passage about your own experience of learning individually, including your learning methods, the problems you encountered and the solutions, and your feelings about learning individually.” Before writing, the teacher gives a writing outline: 1. Introduction: Briefly introduce your attitude towards learning individually. 2. Body: Talk about your learning methods, the problems you encountered and how you solved them. 3. Conclusion: Express your feelings and views on learning individually. At the same time, the teacher reminds students to use the core vocabulary and key sentences learned in the lesson, pay attention to the coherence and logic of the passage, and avoid grammar mistakes. Then, students start to write individually. During the writing process, the teacher walks around, provides guidance for students who have difficulties in writing, such as helping them sort out their ideas, choosing appropriate words and sentences, and correcting grammar mistakes. After students finish writing, the teacher collects some students’ works, comments on them in class, affirms the advantages, such as correct use of vocabulary and sentences, clear logic, and puts forward suggestions for improvement, such as adding more specific examples to make the passage more vivid. Design Intention: Writing is an important way to test students’ language application ability. Combining the theme of the lesson and students’ actual experience, the writing task can help students apply the knowledge and methods learned in the lesson to practice, and improve their writing ability. The writing outline can help students sort out their ideas, ensure the coherence and logic of the passage. The teacher’s guidance and comments can help students find their own shortcomings in writing, and improve their writing level. Summary The teacher leads students to summarize the content of this lesson: “Today we learned the text Learning Individually. We know the importance of learning individually, mastered the key points of becoming an independent learner, and learned the solutions to the problems in learning individually. At the same time, we also mastered some core vocabulary and key sentences about independent learning, and practiced our reading, speaking and writing abilities.” Then, the teacher emphasizes: “Learning individually is an essential skill for senior high school students. I hope you can apply the methods learned today to your daily English study, form good learning habits, and become excellent independent learners.” Design Intention: Summarizing the lesson can help students sort out the knowledge and skills learned in the lesson, consolidate the learning content, and form a systematic understanding of the lesson. The teacher’s emphasis on the importance of learning individually can help students establish a correct learning attitude and stimulate their motivation to practice independent learning. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $